- HOME
- Table of Contents
- Resume
- Philosophy Statement
- 1. History of Jewish/General Education
- 2. Assessment
- 3. Curriculum
- 4. Language Development/Hebrew
- 5. Personal Development of Teachers
- 6. Collaboration/Community
- 7. Technology
- 8. Learning and Cognition
- 9. Evidence-Based Practice
- 10. Child Development
- 11. Content Knowledge
- 12. Ethics and Values
- 13. Instructional Methods
- Inspiration/Chizuk
- Post-Observation Reflections
Foundations of Education
Dr. Sokolow
Fall 2009
Foundations of Education: Psychology
John Dewey classified education largely as a social process, in which children actively learn through experience to mature into integrated and contributing members of society, while it is a lifelong journey of constant learning and developing. He identifies “three levels of learning activities and processes” (page 109), which may be seen as well within Limudei Kodesh curricula in day schools.
The first level is “making and doing”, in which children actively engage in hands-on projects and tactilely explore their environment. This is incorporated in educating children about mitzvah observance and Biblical stories, with storytelling but largely projects and games. This is used easily to teach lessons such as netilat yadayim, shaking the lulav and etrog, wearing kippah and tzitzit, “traveling to Israel” with “passports” on an “airplane” of chairs, acting as the “Shabbos Ima and Abba”, etc. Children are physically engaged in a complete experience, and work with other children to develop social skills, even before they intellectually understand the depth of their behaviors.
The second level expands the child’s awareness of time and space. Yeshiva students gradually learn more about the sanctity of time in context of shabbos and chagim, and about the zmanei tefillah throughout the day. They learn about Israel, a place they maybe have never seen, but understand still exists far away, understanding that the world is a big place and many things happen simultaneously.
The third level exposes children to scientific subjects, which they can use to problem solve, in school and on a larger level, within their environment. Similarly, Yeshiva students gradually develop their reading and thinking skills, moving onto more advanced and complex texts as they grow and improve their critical thinking and analysis skills. Jewish men often have a distinctly methodical approach to problem solving thanks to their “gemara kup”.
Dewey, living in the twentieth century, culled from earlier pedagogical theories. Torah education has always been at the forefront of effective education, recognizing children’s capabilities at specific stages, and facilitating intellectual and spiritual growth and development as they mature. It is no surprise, therefore, that suggestions of modern theorists often are already found within the Jewish educational system.
Dr. Sokolow
Fall 2009
Foundations of Education: Psychology
John Dewey classified education largely as a social process, in which children actively learn through experience to mature into integrated and contributing members of society, while it is a lifelong journey of constant learning and developing. He identifies “three levels of learning activities and processes” (page 109), which may be seen as well within Limudei Kodesh curricula in day schools.
The first level is “making and doing”, in which children actively engage in hands-on projects and tactilely explore their environment. This is incorporated in educating children about mitzvah observance and Biblical stories, with storytelling but largely projects and games. This is used easily to teach lessons such as netilat yadayim, shaking the lulav and etrog, wearing kippah and tzitzit, “traveling to Israel” with “passports” on an “airplane” of chairs, acting as the “Shabbos Ima and Abba”, etc. Children are physically engaged in a complete experience, and work with other children to develop social skills, even before they intellectually understand the depth of their behaviors.
The second level expands the child’s awareness of time and space. Yeshiva students gradually learn more about the sanctity of time in context of shabbos and chagim, and about the zmanei tefillah throughout the day. They learn about Israel, a place they maybe have never seen, but understand still exists far away, understanding that the world is a big place and many things happen simultaneously.
The third level exposes children to scientific subjects, which they can use to problem solve, in school and on a larger level, within their environment. Similarly, Yeshiva students gradually develop their reading and thinking skills, moving onto more advanced and complex texts as they grow and improve their critical thinking and analysis skills. Jewish men often have a distinctly methodical approach to problem solving thanks to their “gemara kup”.
Dewey, living in the twentieth century, culled from earlier pedagogical theories. Torah education has always been at the forefront of effective education, recognizing children’s capabilities at specific stages, and facilitating intellectual and spiritual growth and development as they mature. It is no surprise, therefore, that suggestions of modern theorists often are already found within the Jewish educational system.